ERIC Number: EJ428643
Record Type: CIJE
Publication Date: 1991
Reference Count: 0
The Gridlock of Low Reading Achievement: Perspectives on Practice and Policy.
McGill-Franzen, Anne; Allington, Richard L.
Remedial and Special Education (RASE), v12 n3 p20-30 May-Jun 1991
This article argues that poor reading achievement may be the result of restricted access to the kind of instruction that develops actively comprehending and achieving readers. Characteristics of low-achieving readers' instructional experiences are reviewed to support this argument. New approaches are called for in place of outdated beliefs about "slow learner" instruction. (Author/DB)
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Note: Special Issue: Cognitive Instruction and Problem Learners.